HUA

ENGLISH for
Animal Science and
Aquaculture
Prepared by Nguyen Xuan Trach

Hanoi University of Agriculture

 Introduction to the Course of English for
Animal Science and Aquaculture
This course of English is designed specifically for students of animal and
aquacultural sciences at Hanoi University of Agriculture (HUA). The objective of the
course is to help students to:

• Get familiar with the key vocabulary usually used in animal and aquacultural
sciences and use them appropriately in scientific writing and oral communication.
• Identify the most common grammar phenomena used in academic English for
effective reading comprehension and scientific writing.
• Get used to the English writing styles in the literature of animal science
andaquaculture, and apply them appropriately in scientific writing.

The course consists of a series of lessons covering various topics, viz. Biology,
Animal Anatomy, Biochemistry, Physiology, Nutrition, Genetics and Breeding,
Reproduction, and Aquaculture. In each 5-teaching hour lesson, which is specified on a
topic, students will study some of the key vocabulary and grammar phenomena which
are usually used in academic English. Students will take part indiscussion on some of
the important issues related to the topic of the lesson and compare their information and
ideas with fellow students. At the end of each lesson each student is required to write an
assignment using some of the new vocabulary and structures they have studied in the
lesson.

Hanoi, 15 March 2007

Course designer

Assoc. Prof. Dr . Nguyen Xuan Trach

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 Lesson 1: Biology
In this lesson you will study some of the key vocabulary we use when talking
about biology. Y ou will discuss some of the important issues involved and compare your
information and ideas with those of your fellow students. At the end of the lesson you
will write a short account of the biodiversity in our country or region using some of the
new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in
agricultural writing.
• Use active and passive voices in sentences appropriately.
• Discuss issues related to biodiversity in our country or region using the
vocabulary and grammar that you have learned.

Key Vocabulary
This section introduces the important words (key and technical vocabulary) that
will be used in the lesson. The instructor will give examples using each of the terms
properly during the lecture. You should be sure that you understand these terms before
you continue to the Reading.

accelerate (v) - làm tăng tốc
biodiversity -sự đa dạng sinh học
biology (n) - sinh học
breed (n) - giống (cây, con).
degrade (v) - phân giải, huỷ hoại
disappear (v) - biến mất
diversity (n) - sự đa dạng
domestication (n) - thuần hoá
evolution (n) - tiến hoá
extinct (adj.) - tiệt chủng
flourish (v) - nở rộ, phát triển tốt
gene - gen di truyền
genetic material - vật liệu di
truyền
habitat (n) - môi trường sống
identify (v) - xác định rõ (loài,
giống cây, con)
intensive agriculture - nông
nghiệp thâm canh
irreplaceable (adj.) - không thể
thay thế, cực kỳ quan trọng
organism - cơ thể sống
replace (v) - thay thế
selection - chọn lọc
skill (n) - kỹ năng
unprecedented (adj.) - chưa bao
giờ xảy ra
variety (n) - giống (cây trồng)

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Grammar

Verb Tenses
The following reading introduces the Present Simple Tense. This is one of the six
most common verb tenses in English. Others include the Present Continuous tense, the
Future Simple tense, the Future with ‘going to’, the Past Simple tense, and the Present
Perfect tense. These tenses describe when something happens. All of the sentences in the
reading are in the ‘Present Simple Tense’. They describe things that happen every year,
always, every day, usually or sometimes.

The table below describes when to use each tense.

T ense Example When?

1. Present Simple People eat rice every day

2. Present Continuous People are eating rice now
3. Future Simple People will eat rice in the future
4. Future with ‘going to’ People are going to eat rice in the future
5. Past Simple People ate rice in the past
6. Present Perfect People have eaten rice up to now

Present Simple
Used to describe things which happen every year, always, every day, usually or
sometimes.

Examples:

1. Most people in the Philippines eat rice.

2. She cooks rice everyday.

Present Continuous
Used to express an action in the present; something that is currently happening.

Examples:

1. They are eating rice.

2. He is cooking rice for dinner

Future Simple
Used to express the future.

Examples:

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 1. They will eat rice for breakfast.
2. I will cook more rice tonight.

Future ‘with going to’

Also used to express the future except you use the verb to be + going to. The meaning is
the same as the future simple.

Examples:

1. They are going to eat rice for dinner.

2. She is going to cook more rice tomorrow.

Past Simple
Used to express a completed action in the past.

Examples:

1. I ate rice for lunch.

2. They cooked rice.

Present Perfect
Used to show that an action was completed sometime before the present time. Used to
indicate that an action started in the past and continues to the present time.

Examples:

1. She has eaten rice every day of her life.

2. They have cooked rice over a fire for years.

Reading

Biodiversity
Around 1.4 - 1.75 million species of animals, insects, plants and otherorganisms
have been identified. However, scientists believe that there are over 13.5 million more
species which have not yet been identified. Thediversity of life on earth is essential to
the survival of humanity, but this biological diversity is now being lost at an
unprecedented rate. Natural habitats are being destroyed, degraded and depleted,
resulting in the loss of countless wild species.

Traditional crop varieties and animal breeds are beingreplaced with new ones that
are more suited to modern agriculture. When natural diversity is lost, so is irreplaceable
genetic material, the essential building blocks of the plants and animals on which
agriculture depends. These plants and animals are the result of 3,000 million years of
natural evolution - and 12,000 years of domestication and selection.

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 Of the thousands of plant species that can be used for food, only 15-20 are of
major economic importance. In fact, only a handful supply the dietary energy needs of
most of the world's population. However, since 1900, about 75% of the genetic diversity
of agricultural crops has been lost. In India, there will soon be only 30-50 rice varieties
covering an area where 30,000 once flourished. Half of the animal breeds that existed in
Europe one hundred years ago are now extinct. One quarter of the livestock breeds in the
rest of the world are now at high risk of loss. The traditional knowledge and skills of
indigenous peoples - who selected, bred and cultivated such varieties over thousands of
years - are also disappearing. The loss of genetic resources has accelerated with the
spread of intensive agriculture and high-yielding crop varieties to large parts of the
developing world, replacing the traditional diversity of crops with monocultures. The
varieties being lost may contain genes that could be used to develop even more
productive varieties or to improve resistance to pests.

Discussion
Discuss the importance of biodiversity in our country. Use some of the language
and grammar you have learned in this lesson. The following questions may help you get
started.

- What is 'biodiversity'?

- Which countries do you think have a lot of biodiversity, and which countries
have little?

- Why is the preservation of biodiversity considered to be so important?

- How does the world's biodiversity today compare with the biodiversity that
existed a few hundred years ago?

- What are the main factors affecting biodiversity in today's world?

Assignment
Write a short description of biodiversity in your country (about 100 words). Try to
use at least 10 terms introduced in this lesson. Please try to use active and passive
sentences. Email the description to your instructor for comments and feedback.

The following questions may help you get started:

- How many different types of animals do you think there are in your country?

- What about insects / trees / birds / wild plant species?

- Which areas of your country have the greatest number of living things which
have not yet been touched by people?

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- Do you think these areas should be left in their natural state or should they be
used by people? Why?

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 Lesson 2: Animal Anatomy
In this lesson you will study some of the key vocabulary we use when talking
about anatomy. Y ou will discuss some of the important issues involved and compare your
information and ideas with those of your fellow students. At the end of the lesson you
will write a short account of anatomy using some of the new vocabulary and structures
you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in
scientific writing.
• Use ………………….in sentences appropriately.
• Discuss issues related to anatomy using the vocabulary and grammar that you
have learned.

Key Vocabulary
This section introduces the important words that will be used in the lesson. The
instructor will give examples using each of the terms properly during the lecture. You
should be sure that you understand these terms before you continue to the Reading.

Anatomy muscular system

Greek nervous system

head reproductive system

chest respiratory system

systems skeletal system

circulatory system comparative anatomy

histology
digestive system
morphology
endocrine system Pathological anatomy

excretory system organs

medical
immune system
surgical
integumentary system gynaecological
artistic
lymphatic system
superficial

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races physical anthropology

Grammar

Active voice/Passive voice

When sentences are constructed in passive voice, they often do not have an 'agent'
- they do not tell us WHO or WHA T caused the action. This can be because WHO or
WHA T is not important, or because we already know WHO or WHA T.

In passive voice, the emphasis is on what is done, not on who or what did it.
Whereas, in the active voice, there is more emphasis on who is 'doing' the action.

Passive voice is very common in academic English, especially in writing.

Active and Passive Voice Constructions

Structure
Active V oice subject + verb + object
Farmers feed cattle
object
Passive V oice changes to + verb + 3rd
subject 'to be' verb
Cattle are fed (by farmers)

Using the above illustration, please note that:

• The '3rd verb' is often called the 'past participle'.

• In passive voice we often leave out who/what does the action (in this case,
farmers) because we are more interested in what was done than who did it.

Furthermore / In addition / Moreover

Look at the followig sentences:

1. The seed oil repels insects and nematodes. Furthermore, it acts as an

antifeedent. (note the prefix: 'anti...' means 'opposed to', 'against', 'preventing')
2. Its strong trunk and branches help it withstand strong winds. Moreover , it resists
decay and insect attacks.
3. Neem oil can be used as a natural insectiide.In addition, neems makes a good
fertilizer.

Pelase note that:

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 • 'Furthermore', 'In addition', and 'Moreover' all mean 'also'
• All 3 devices have exactly the same meaning and usage.
• That they are used to start sentences, give extra information and are followed by a
comma (,).

Reading

Branches of Anatomy
Anatomy (from the Greek ἀνατομία anatomia, from ἀνατέμνειν anatemnein, to
cut up, cut open), is the branch of biology that deals with the structure and organization
of living things. It can be divided into animal anatomy (zootomy) and plant anatomy
(phytonomy). Furthermore, anatomy can be covered either regionally or systemically,
that is, studying anatomy by bodily regions such as the head and chest for the former, or
studying by specific systems. For the latter, the major body systems includecirculatory
system, digestive system, endocrine system, excretory system, immune system,
integumentary system, lymphatic system, muscular system, nervous system, reproductive
system, respiratory system, skeletal system.

Major branches of anatomy include comparative anatomy, histology, and human

anatomy. Animal anatomy may include the study of the structure of different animals,
when it is called comparative anatomy or animal morphology, or it may be limited to one
animal only, in which case it is spoken of asspecial anatomy. Pathological anatomy (or
morbid anatomy) is the study of diseased organs, while sections of normal anatomy,
applied to various purposes, receive special names such as medical, surgical,
gynaecological, artistic and superficial anatomy. The comparison of the anatomy of
different races of humans is part of the science of physical anthropology or
anthropological anatomy.

Discussion
Discuss the importance of anatomy in animal and veterinary sciences. Use some
of the language and grammar you have learned in this lesson. The following questions
may help you get started.

Assignment
Write a short account of anatomy as a subject in the training program at your faculty
(about 100 words). Try to use at least 10 terms introduced in this lesson. Please try to use
…………... Email the description to your instructor for comments and feedback.

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 Lesson 3: Biochemistry
In this lesson you will study some of the key vocabulary we use when talking
about biochemistry. Y ou will discuss some of the important issues involved and compare
your information and ideas with those of your fellow students. At the end of the lesson
you will write a short account of the biochemistry using some of the new vocabulary and
structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in
scientific writing.
• Use relative pronouns in sentences appropriately.
• Discuss issues related to biochemistry using the vocabulary and grammar that you
have learned.

Key Vocabulary
This section introduces the important words that will be used in the lesson. The
instructor will give examples using each of the terms properly during the lecture. You
should be sure that you understand these terms before you continue to the Reading.

advance (n) tiến bộ mới extract (v) chiết suất, chắt lọc

aging (n) sự lão hoá facet (n) khía cạnh

biochemistry (n) hoá sinh function (n) chức năng

cell (n) tế bào genetics (n) di truyền học

chemistry )n) hoá học heredity (n) sự di truyền

component (n) thành phần cấu tạo impact (n) tác động

death (n) sự chết information (n) thông tin, tín hiệu

due in large part to phần lớn nhờ vào interaction (n) sự tương tác

ecology (n) sinh thái laboratory (n) phòng thí nghiệm

energy (n) năng lượng matter (n) vật chất

experimental (adj.) thuộc thí nghiệm medicine (n) y học

expression (n) sự biểu hiện metabolism (n) sự trao đổi chất

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 molecular (adj.) thuộc về phân tử science (n) ngành khoa học

nutrition (n) dinh dưỡng structure (n) cấu trúc

occur (v) xảy ra substance (n) chất, cơ chất

reaction (n) phản ứng surroundings (n) môi trường xung

quanh
reproduction (n) sự sinh sản, tái tạo
tissue (n) mô bào
research (n) sự nghiên cứu

Grammar

Reading

The Goals of Biochemistry

Biochemistry is a science which seeks to describe the structure, organization, and
functions of living matter in molecular terms. What are the chemical structures of the
components of living matter? How do the interactions of these components give rise to
organized super-molecular structures, cells, multi-cellulartissues, and organisms? How
does living matter extract energy from its surroundings in order to remain alive? How
does an organism store and transmit the information it needs to grow and to reproduce
itself accurately? What chemical changes accompany thereproduction, aging, and death
of cells and organisms? How are chemicalreactions controlled inside living cells? These
are the kinds of questions being asked by biochemists; theresearch for the answer is the
study of the chemistry of life.

Biochemistry can be divided into three principal areas: (1) the structural
chemistry of the components of living matter and the relationship of biological function
to chemical structure; (2) metabolism, the totality of chemical reactions that occur in
living matter; and (3) the chemistry of processes and substances that store and transmit
biological information. The third area is also the province of moleculargenetics, a field
that seeks to understand heredity and the expression of genetic information in molecular
terms.

Biochemistry is an experimental science, and the remarkable recent advances in

biochemistry are due in large part to the development of powerful new laboratory
techniques. Biochemistry has had major impacts on medicine, agriculture, nutrition,
ecology, and many other facets of life.

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Discussion
Discuss the aim of biochemistry and its importance in animal and veterinary
sciences. Use some of the language and grammar you have learned in this lesson. The
following questions may help you get started.

- What is 'biochemistry'?

- What is the aim of biochemistry?

- What are the common questions being asked by biochemists?

- What are the main areas of biochemistry?

Assignment
Write a short account of biochemistry as a subject in the training program at your
faculty (about 100 words). You may also use the drawing below for writing your assay.
Try to use at least 10 terms introduced in this lesson. Please try to use relative pronouns.
Email your work to your instructor for comments and feedback.

15
 Lesson 4: Animal Physiology
In this lesson you will study some of the key vocabulary we use when talking
about animal physiology. Y ou will discuss some of the important issues involved and
compare your information and ideas with those of your fellow students. At the end of the
lesson you will write a short account of animal physiology using some of the new
vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in
scientific writing.
• Use ………………….in sentences appropriately.
• Discuss issues related to animal physiology using the vocabulary and grammar
that you have learned.

Key Vocabulary
This section introduces the important words that will be used in the lesson. The
instructor will give examples using each of the terms properly during the lecture. You
should be sure that you understand these terms before you continue to the Reading.

Grammar
Suffixes and Prefixes

A 'suffix' is a letter or a group of letters added at the end of a word to make another word.

Example:

'...dy' added to the noun mud to make the adjective 'muddy'

A 'prefix' is a letter or group of letters placed in front of a word to make another word.

Example:

'un..' added to important to make 'unimportant'

Look at the following sentences:

The hard wood is brownish.

Y oung branches are yellowish.

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same as:

The wood is quite brown, but not totally.

The color of the young branches is similar to yellow.

Please note that on the first two sentences, the suffix '...ish':

• indicates 'similar to', 'nearly', 'rather', 'fairly', 'somewhat' or 'quite'

• can be used to qualify many adjectives, especially colors.

More examples:

In parts of the Philippines, the most important use of neem is forreforestation.

Please note the difference between:

deforestation - the destruction or degradation of forests

(The prefix 'de...' means 'opposite' or negative of)

reforestation - planting trees in an area where the forest has been destroyed or degraded

(The preifx 're...' means 'again')

afforestation - planting trees to make a new forest in an area which did not have forests
in the past

Reading
Animal Physiology
Physiology (in Greek physis = nature and logos = word) is the study of the
mechanical, physical, and biochemical functions of living organisms.

Physiology has traditionally been divided into plant physiology and animal
physiology but the principles of physiology are universal, no matter what particular
organism is being studied. For example, what is learned about the physiology ofyeast
cells can also apply to human cells.

Animal physiology is the study of how animals’ bodies function in their

environment. An understanding of the physiological problems animals face and how they
solve those problems can be achieved only in an evolutionarycontext. Knowledge of
certain aspects of the natural history, morphology, behavior, and environment of an
animal is necessary to fully appreciate the importance of its physiological mechanisms.

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 The study of animal physiology includes topics such as:gas exchange, feeding
and digestion, circulation, metabolic rate, water and solute regulation, temperature
regulation, excretion of wastes, and movement. The comparative approach can help us to
develop a general evolutionary framework in which to address physiological problems.
By comparing how different animals solve related problems in various environments, we
can begin to gain insight into physiological principles that apply across levels of
organisms and environments.

Discussion
Discuss the importance of the study of animal physiology in animal and
veterinary sciences. Use some of the language and grammar you have learned in this
lesson. The following questions may help you get started.

- What is physiology?

- What is animal physiology?

- What are the main topics of the study of animal physiology?

Assignment
Write a short assay on a topic of animal physiology(about 100 words). Try to use
at least 10 terms introduced in this lesson. You may describe the milk letdown reflex
based on the drawing given below. Email the assignment to your instructor for comments
and feedback.

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 Lesson 5: Animal Nutrition
In this lesson you will study some of the key vocabulary we use when talking
about animal nutrition. Y ou will discuss some of the important issues involved and
compare your information and ideas with those of your fellow students. At the end of the
lesson you will write an assay on a topic of animal nutrition using some of the new
vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in
scientific writing.
• Use infinitives and gerunds in sentences appropriately.
• Discuss issues related to animal nutrition using the vocabulary and grammar that
you have learned.

Key Vocabulary
This section introduces the important words that will be used in the lesson. The
instructor will give examples using each of the terms properly during the lecture. You
should be sure that you understand these terms before you continue to the Reading.

Grammar
Verbs followed by infinitive
Verbs followed by gerund

Some verbs can be followed by other verbs.

Examples:

1. I hope to arrive on Wednesday.

2. Do you enjoy studying English?

It is important to know:

• which verbs are always followed by the infinitive (to arrive)

• which verbs are always followed by the gerund (studying)
• which verbs can be followed by the infinitive or the gerund

These verbs are always followed by the infinitive:

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 agree demand hope plan strive
ask desire intend prepare tend
attempt fail learn pretend try
claim forget need refuse want
decide hesitate offer seem wish

Examples:

1. The Rockafeller and Ford Foundations decided to use semi-dwarf varieties.

2. Modern varieties tend to be shorter than traditional ones.
3. Plant breeders strive to keep ahead of the changing environment.

These verbs must always be followed by the gerund:

admit delay mind recall resume

appreciate deny miss regret risk
avoid encourage postpone report suggest
can't help enjoy practice resent support
consider finish quit resist promote

Examples:

1. The government delayed introducing the new variety as it wanted to conduct

more trials.
2. Farmers who use high levels of pesticiderisk being exposed to a variety of
ailments.
3. We suggest doing this a different way.

These verbs can be followed by either the infinitive or the gerund:

begin continue like prefer

can't stand hate love start

Examples:

Farmers in that area started to use improve varieties.

Farmers in that area started using improved varieties.

We should continue to study this problem.

We should continue studying this problem.

Many consumers prefer to buy familiar rice types.

Many consumers prefer buying familiar rice types.

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Reading
Macronutrients and Micronutrients
Macronutrients (carbohydrates, proteins, and lipids) are required in relatively
large quantities in the diets of animals. If meeting the energy needs of the organism
were the only reason for eating, carbohydrates alone would probably be a sufficient diet,
but since other of life's processes require other materials (and since animals are notable
among organisms for their inability to synthesize many of the materials required to
sustain such processes), numerous types of macro- and micronutrients are required.
Micronutrients include vitaminsand minerals and are necessary but required in relatively
small quantities. They have a variety of roles in the metabolism of animals. Vitamins
generally serve as coenzymes for metabolism. Minerals, including "trace" minerals have
various functions in the tissues.

For humans living in industrialized countries, the main difficulties relating to

macronutrients are excessive intake, particularly ingestion of processed carbohydrates
and fats, which leads to obesity. In other regions of the world, dietary problems relative
to macronutrients are often due to inadequate quantities of essential amino or fatty acids
to allow for protein synthesis. Note that "essential" in this context relates to the necessity
for the material in the diet, not essential for the organism (all amino acids are essential
for life for all organisms). Nine are essential for most animals (histidine, isoleucine,
leucine, lysine, methionine, phenylalanine, threonine, tryptophan, and valine). Care
should be exercised in diet selection: vegetarians should balance various types because
plant tissues vary widely in composition. For example, bean proteins are deficient in
methionine and wheat in lysine (hence, they are complementary with respect to these two
essential amino acids; both should be eaten simultaneously since proteins can't be stored
and it would be futile to eat one at one meal and one at the next).

Discussion
Discuss the importance of animal nutrition in animal and veterinary sciences. Use
some of the language and grammar you have learned in this lesson. The following
questions may help you get started.

- What is nutrition?

- What are macronutrients and micronutrients?

- What does “essential” mean in animal nutrition?

- What are the essential amino acids?

- What ware the roles of minerals and vitamins in animal nutrition?

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Assignment
Write a short account of animal nutrition as a subject in the training program at
your faculty (about 100 words). Try to use at least 10 terms introduced in this lesson.
Please try to use infinitives and gerunds in your writing. Email the work to your
instructor for comments and feedback.

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 Lesson 6: Animal Genetics and Breeding
In this lesson you will study some of the key vocabulary we use when talking
about animal genetics and breeding. You will discuss some of the important issues
involved and compare your information and ideas with those of your fellow students. At
the end of the lesson you will write a short account of animal genetics and breedingusing
some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in
scientific writing.
• Use relative pronouns in sentences appropriately.
• Discuss issues related to animal genetics and breeding using the vocabulary and
grammar that you have learned.

Key Vocabulary
This section introduces the important words that will be used in the lesson. The
instructor will give examples using each of the terms properly during the lecture. You
should be sure that you understand these terms before you continue to the Reading.

adapt (v) thích nghi, thích ứng improvement (n) tiến bộ, cải tiến
beef cattle bò thịt inbreeding (n) nhân giống cận huyết
behavior (n) tập tính, hành vi livestock (n) gia súc
biometrician (n) nhà toán sinh học male (n) con đực
biometry (n) sinh trắc học, toán sinh học mating (n) giao phối
breed association hội giống migrating people người di cư
breeder (n) nhà tạo giống pedigree (n) hệ phổ, hệ phả
breeding (n) nhân giống pioneer (v) khởi xướng, mở đầu
captive (adj.) (thuộc) bắt giữ principle (n) nguyên tắc, nguyên lý
castration (n) thiến progeny testing kiểm tra qua đời sau
cave paintings tranh vẽ trong hang động quantitative trait tính trạng số lượng
characteristics (n) đặc điểm, đặc tính qualitative trait tính trạng chất lượng
coat color màu lông records (n) sổ ghi, hồ sơ
conformation (n) ngoại hình redistribution (n) phân bố lại, tái phân bố
dairy cattle bò thịt reindeer (n) sơn dương, dê núi
dogs chó reproduction (n) sự sinh sản
domestication (n) sự thuần hoá resemblance (n) sự giống nhau
efficiency (n) hiệu quả selection (n) sự chọn lọc
geneticist (n) nhà di truyền học sheep (n) cừu
genetics (n) di truyền học species (n) loài
goat (n) dê survive (v) sống sót, sót lại
hog (n) lợn temperament (n) khí chất, tính khí
horn (n) sừng trader (n) nhà buôn, thương gia
horse (n) ngựa written documents tài liệu ghi chép

23
Grammar
Relative pronouns
Look at the following sentences:

Domestication was performed through controlled mating and reproduction of

captive animals. The animals were selected and mated based on their behavior and
temperament.

Please note that: We don't want to repeat “animals” and thus we substitute the
relative pronoun which to combine the two sentences into one, as shown below:

Domestication was performed through controlled mating and reproduction of captive

animals which were selected and mated based on their behavior and temperament.

The relative pronouns:

that (used for things)

which (used for things)
who (used for people)
whom (used for people)
whose (usually used for people - shows possession)
where (used for places)

Note: In speaking, 'that ' can be used for people, but not in formal, written English.

Examples:

1. who (used for people)

Look at these sentences:

Robert Bakewell, who was an English animalbreeder of the 18th century, is

considered the founder of systematized animal breeding.

2. that (used for things)

Look at these sentences:

Judging from cave paintings that have survived, selection was also applied to
some qualitative traits such as coat color and the absence or presence of horns.

24
Reading

The Science of Animal Breeding

The science of animal breeding is defined as the application of the principles of
genetics and biometry to improve the efficiency of production in farm animals. These
principles were applied to change animal populations thousands of years before the
sciences of genetics and biometry were formally established. The practice of animal
breeding dates back to the Neolithic period (approximately 7000 BC), when people
attempted to domesticate wild species such as reindeer, goats, hogs and dogs.

Domestication was performed through controlled mating and reproduction of

captive animals which were selected and mated based on their behavior and
temperament. Judging from cave paintings that have survived, selection was also applied
to some qualitative traits such as coat color and the absence or presence of horns. Without
written records, there is no certain knowledge of the evolution of animal breeding
practices, but written documents dating back more than 4000 years indicate that humans
appreciated the significance of family resemblance in mating systems, recognized the
dangers of intense inbreeding, and used castration to prevent the reproduction of
undesirable males. Progress in the performance of domesticated animals through these
selection practices was very slow; improvements were mainly due to animals adapting
better to their environments.

Robert Bakewell, who was an English animal breeder of the 18th century, is
considered the founder of systematized animal breeding. He was the first to emphasize
the importance of accurate breeding records, introduced the concept of progeny testing to
evaluate the genetic potentials of young sires, and applied inbreeding to stabilize desired
qualitative traits. He also promoted concepts such as "like begets like," "prepotency is
associated with inbreeding" and "breed the best to the best." Bakewell and his
contemporaries in Europe pioneered the development of diverse breeds of beef cattle,
dairy cattle, sheep, hogs and horses.

Most livestock breeds with pedigree herd books and breed associations were
established between the late 18th century and the second half of the 19th century. Color,
conformation, geographical origin and some production characteristics were the main
factors that differentiated these breeds. Wide geographical redistribution of animal
populations was also an important factor in the formation of new breeds, as invading
armies, migrating people and traders transported livestock to new lands.

Animal breeding as a modern science belongs to the 20th century. Although

numerous geneticists and biometricians have made significant contributions to the
development of this science, J.L. Lush of Iowa State University is considered the father
of the modern science of animal breeding. Lush and his students developed major
scientific procedures applicable to the genetic improvement of farm animals.

25
Discussion
Discuss the importance of animal genetics and breeding in animal and veterinary
sciences. Use some of the language and grammar you have learned in this lesson. The
following questions may help you get started.

- What is the science of animal breeding?

- What are the milestones in the history of animal breeding?
- How were wide animals domesticated?
- What were the main factors in the formation of new breeds?
- What does inbreeding mean?
- Etc.

Assignment
Write a short account of animal genetics or animal breedingas a subject in the
training program at your faculty (about 100 words). Try to use at least 10 terms
introduced in this lesson. Please try to use relative pronouns in your wrting. Send your
assignment to your instructor for comments and feedback.

26
 Lesson 7: Animal Reproduction
In this lesson you will study some of the key vocabulary we use when talking
about animal reproduction. Y ou will discuss some of the important issues involved and
compare your information and ideas with those of your fellow students. At the end of the
lesson you will write a short account of animal reproduction using some of the new
vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in
scientific writing.
• Use prepositional verbs and adjectives in sentences appropriately.
• Discuss issues related to animal reproduction using the vocabulary and grammar
that you have learned.

Key Vocabulary
This section introduces the important words that will be used in the lesson. The
instructor will give examples using each of the terms properly during the lecture. You
should be sure that you understand these terms before you continue to the Reading.

birth (n) sinh đẻ menstruation (n) kinh nguyệt

birth canal đường sinh đẻ merge (v) hoà trộn
cervix (n) cổ tử cung morphogenesis (n) sự tạo thành hình
contraction (n) sự co bóp oogenesis (n) sự sinh trứng
dilate (v) giãn nở ovary (n) buồng trứng
embryo (n) phôi oviduct (n) ống dẫn trứng
embryogenesis (n) sự hình thành phôi ovum/ova (n) trứng
estrus cycle chu kỳ động dục penetrate (v) xuyến sâu vào
Fallopian tube vòi Falop (ống dẫn trứng) propel (v) đẩy ra
female (n) con cái reabsorb (v) tái hấp thu
fertilization (n) sự thụ tinh receptacle (n) chỗ đựng
fetus (n) thai reproductive system bộ máy sinh sản
flush (v) rửa trôi sperm (n) tinh trùng
great apes (n) tinh tinh stationary (adj.) tĩnh tại
implant (v) bám sâu vào transit (n) đi qua
in anticipation of xảy ra trước lúc uterus (n) tử cung
interval (n) khoảng thời gian vagina (n) âm đạo
mammal (n) động vật có vú womb (n) dạ con
mature (adj.) thành thục zygote (n) hợp tử

27
Grammar
Prepositional Verbs and Adjectives

Some verbs and adjectives always combine with a preposition. W e call these
‘prepositional verbs’ and ‘prepositional adjectives’. They are always followed by a
gerund.

Prepositional Verbs

approve of tán thành, chấp thuận insist on khăng khăng đòi, cố nài
be better off khấm khá hơn keep on c ứ vẫn tiếp tục
count on hy vọng ở put off bỏ ra
depend on phụ thuộc vào rely on dựa vào
give up t ừ bỏ succeed in thành công về
think about suy nghĩ về look forward to trông chờ
think of nghĩ đến object to không thích, phản đối
worry about lo lắng về

Examples:

1. Many subsistence farmers worry about being able to produce enough food for
their families.
2. Many farmers have now given up cutting down the forest.
3. In some countries, farmers would be better off changing their agricultural
techniques, and employing more modern methods of cultivation.

Prepositional Adjectives

accustomed to quen v ới intent on mải mê

afraid of lo s ợ về interested in thích thú
capable of có kh ả năng về successful in thành công trong…
fond of thích tired of chán ngấy

Examples:

1. If better nutrient management techniques were employed, the land would be

capable of producing much higher yields.
2. Many farming families are accustomed to keeping fish in their paddies.
3. Several areas are now interested in growing two, or even three rice crops per year.

Adjectives followed by the infinitive

The following adjectives are always followed by the infinitive. They are never followed
by the gerund.

28
 ầmnxious khát khao, ước ao (làm) Ready sẵn sang (làm)
Boring bu ồn tẻ Able có kh ả năng (làm)
Dangerous nguy hiểm Usual th ường (làm)
Hard khó (làm) Common thông thường
Eager háo h ức, hăm hở (làm) Difficult khó (làm)
Easy d ễ (làm) Pleased vui lòng (làm)
Good t ốt (để làm) Prepared chu ẩn bị (để làm)
Strange l ạ (khi làm)

Examples:

1. Many farmers are anxious to achieve higher yields.

2. In general, it is easier to mechanize planting, pest management, and harvesting
by planting one crop at a time.
3. Some areas are able to produce three rice harvests per year.

Reading

The Mammalian Female

The female reproductive system
contains two main divisions: the vagina
and uterus, which act as the receptacle
for the male's sperm, and the ovaries,
which produce the female's ova. All of
these parts are always internal. The
vagina is attached to the uterus through
the cervix, while the uterus is attached to
the ovaries via the Fallopian tubes. At
certain intervals, the ovaries release an
ovum (the singular of ova), which passes
through the Fallopian tube into the
uterus.

If, in this transit, it meets with

sperm, the sperm penetrate and merge
with the egg, fertilizing it. The
fertilization usually occurs in the
oviducts, but can happen in the uterus itself. The zygote then implants itself in the wall of
the uterus, where it begins the processes of embryogenesis and morphogenesis. When
developed enough to survive outside the womb, the cervix dilates and contractions of the
uterus propel the fetus through the birth canal, which is the vagina.

The ova are larger than sperm and are generally all created bybirth. They are for
the most part stationary, aside from their transit to the uterus, and contain nutrients for the
later zygote and embryo. Over a regular interval, a process of oogenesis matures one

29
ovum to be sent down the Fallopian tube attached to its ovary in anticipation of
fertilization. If not fertilized, this egg is flushed out of the system through menstruation in
humans and great apes and reabsorbed in all other mammals in the estrus cycle.

Discussion
Discuss the importance of animal reproduction in animal and veterinary sciences.
Use some of the language and grammar you have learned in this lesson. The following
questions may help you get started.

Assignment
Write a short description of the reproductive system of the male (about 100
words). Try to use the words given in the figures below. Please try to use …………...
Email the description to your instructor for comments and feedback.

30
 Lesson 8: Aquaculture
In this lesson you will study some of the key vocabulary we use when talking
about aquaculture Y ou will discuss some of the important issues involved and compare
your information and ideas with those of your fellow students. At the end of the lesson
you will write a short account of the development of aquaculture in your country using
some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in
agricultural writing.
• Use quantifiers with and without 'of' correctly.
• Discuss the impact of the importance of aquaculture to both the world economy
and your country's economy using the vocabulary and grammar that you have
learned.

Key Vocabulary
backyard (n) - the area behind a house

bay (n) - part of the sea or a lake enclosed by a curve of the shore

bulk (n) - the largest part of something

cage (n) - structure made of bars or wires in which animals are kept

capture (v) - to take as a prisoner , especially wild animals and criminals

carnivore (n) - animal that eats mainly meat

carp (n) - type of large, edible freshwater fish that lives in lakes and ponds

coastal (adj.) - of areas of land next to the sea

dub (v) - to give something a nickname

enterprise (n) - a business, a commercial operation

jeopardize (v) - to make danger, to threaten, to put at risk

mainstay (n) - the main support for something, the most productive part/person

overstretched (adj.) - overused, used beyond sustainable limits

31
overstretch (v) - to overuse, to use beyond sustainable limits

oysters (n) - edible shellfish which sometimes produce pearls inside their shells

pose a threat (v) - to threaten, to put at risk, to make danger , to jeopardize

prawns (n) - type of edible shellfish like a large shrimp

salmon (n) - large fish with pinkish flesh, very expensive in most countries

sound (adj.) - correct, appropriate

tilapia (n) - very popular fish, easy to raise and dubbed 'the aquatic chicken'

tiny (adj.) - very, very small

toxicity (n) - the degree or level of being toxic

volume (n) - amount of space that something occupies, often expressed in cm2, m2,
liters, etc.

aquatic organisms - creatures and plants which live in water

molluscs - creatures which have a soft body, no backbone and usually a hard shell,
e.g. snails and shellfish

saltwater fish - fish which live in seawater

carp - the cultivation of carp has a long tradition, particularly in Europe and Asia.

overstocking - putting too many fish or animals in a limited area

organic over-enrichment - too much organic matter

microbial contamination - poisoned by tiny organisms

silt - sand, mud, etc. carried by flowing water

siltation - the building up of silt in river , dams, canals, etc.

sediment - material such as soil and gravel that settles to the bottom of a liquid

sedimentation - the building up of sediments in rivers, dams, canals, etc.

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Grammar
Quantifiers with and without 'of'

The following words are called ‘quantifiers'. Notice that there is a form with ‘of’ and a
form without ‘of’.

Read the examples and notice the difference in usage.

Examples:

All: All silkworm raising in Thailand is done by women.

All of: All of the silkworm raising in Thailand is done by
women.i.e. 100% of silkworm raising

Nearly all: Nearly all past research focused on

monocultures.
Nearly all of: Nearly all of the research in the past focused
on monocultures. i.e. more than 85% of past research

Almost all: Almost all past research focused on

monocultures.
Almost all of: Almost all of the research in the past
focused on monocultures. i.e. more than 85% of past research

Most: Most fish are caught in Asian waters.

Most of: Most of our fish are caught in Asian waters. i.e.
more than 50% of fish

Many: Many new varieties become vulnerable to pests and

diseases.
Many of: Many of IRRI’s new varieties become vulnerable
to pests and diseases. i.e. between 50% and 70% of new
varieties

Much: Much damage is caused by wind erosion.

Much of: Much of the damage to the world’s soil is caused
by wind erosion. i.e. between 50% and 70% of damage

Some: In Thailand, some pest control work is done by

women.
Some of: Some of Thailand’s pest control work is done by
women.i.e. between 10% and 60% of pest control work

33
 Only a few: Only a few species have been identified.
Only a few of: Only a few of the total number of species
have been identified. i.e. less than 10% of species

No: No advances in research come without the efforts of

scientists.
None of: None of the advances in research come without
the efforts of scientists. i.e. 0% of advances

Reading
Aquaculture
Aquaculture is the farming of aquatic organisms, including fish, molluscs,
crustaceans and aquatic plants. People have been farming fish for thousands of years. The
Chinese raised fish in ponds some 3,000 years ago and the Romans farmedoysters in
shallow, coastal bays. Today, aquaculture has become big business in Asia, Latin
America, North America and Europe. Smaller-scale activities, raising fish in village
ponds, also take place in many African countries, while Thai, Indonesian, Chinese and
Filipino farmers also farm fish in rice paddies for their own consumption.

These enterprises - whether in large ponds, in sea cages or in tiny backyard ponds - hold
much promise for meeting increasing food demands. In fact, with most capture fisheries
in decline, aquaculture is the best way to maintain and increase supplies ofsaltwater and
freshwater fish.

Over half of all freshwater fish production comes from aquaculture. Asia accounted for
nearly 87 percent of the world's fish farming output in 1993: 63 percent of its share was
produced by China, with India as the next biggest producer.

The industry is overwhelmingly concentrated in the developing world, which accounts

for 85 percent of output by volume and 71 percent by value. Exports of high-value
species such as shrimp, prawns and salmon earn much-needed foreign exchange currency
for these countries. Fish farming may increasingly be the only way for some poor
communities, who rely on fish and shellfish for thebulk of their protein intake, to
maintain a healthy diet.

In spite of this promise, aquaculture projects are vulnerable to disease and environmental
problems. Overstocking and pollution have devastated some Asian and Latin American
freshwater operations. Nutrient and organic over-enrichment, the accumulation of toxic
chemicals, microbial contamination, siltation and sedimentation all jeopardize expansion.
Where aquaculture results in the degradation of coastal mangroves, the breeding grounds
of many wild species, it poses a major threat to biological diversity.

34
Better selection of production sites to safeguard the environment and sound management
techniques can overcome most of these problems. FAO expects aquaculture's output to
double in volume within the next 15 years.

Fish provides 17 percent of the world's animal protein; in some countries the figure is as
high as 50 percent. With the fish harvest from the wild now dangerouslyoverstretched,
we may have to depend increasingly upon aquaculture to meet demand for fish in the
future.

Discussion
Discuss the importance of aquaculture to both the world economy and your
country's economy. Use some of the language and grammar you have learned in this
lesson. The following questions may help you get started.

- In which parts of the world is aquaculture a very profitable business?

- What about your country? How about your province?

- What are the main benefits and constraints of aquaculture in your

country/province?

- Why will aquaculture become an increasingly important agricultural activity in

the future?

Assignment
Write a short account of the development of aquaculture in your country(about 100
words). Try to use at least 10 terms introduced in this lesson. Make use of the grammar
structure introduced in this lesson. Email the description to your instructor for
comments and feedback.

The following questions may help you get started:

In your area, how many people have fish ponds? Does your family have one?

Do people in your area construct fish ponds by machine, or by hand?

What are the comparative costs of each method?

What advantages do farmers gain by having a fish pond?

What are some of the problems?

35